Recent Development in Recent Development in Albanian VET SystemAlbanian VET System

Chisinau, 11-12 July 2011Chisinau, 11-12 July 2011

Ilia Paluka &Marsela RoboIlia Paluka &Marsela Robo

LAW, “ For Some additions and amendments in LAW, “ For Some additions and amendments in the law no. 8872, dated 29.03.2002 “On Vocational the law no. 8872, dated 29.03.2002 “On Vocational Education and Training in the Republic of Albania", Education and Training in the Republic of Albania",

changed.changed. The draft law, is designed to improve the existing law, his adaptation The draft law, is designed to improve the existing law, his adaptation

to the situation and the future of education and vocational training to the situation and the future of education and vocational training (VET) and its harmonization with European standards and (VET) and its harmonization with European standards and requirements. requirements.

Proposed Changes to the Law no. 8872, "On Education and Training in Proposed Changes to the Law no. 8872, "On Education and Training in Albania", as amended, can be grouped as follows: Albania", as amended, can be grouped as follows:

The new structure of the VET System; The new structure of the VET System; The role of social partners in the development of VET;The role of social partners in the development of VET; Autonomy of schools and centers of VET.Autonomy of schools and centers of VET. Institutions and structures of VET policyInstitutions and structures of VET policy

1. Changes related to the structure of the VET 1. Changes related to the structure of the VET system.system.

The Vocational Education system in Albania offers long-term vocational education programs (2, 3 and The Vocational Education system in Albania offers long-term vocational education programs (2, 3 and 4 years). In 2009 -2010 academic year, a new structure with 4 years). In 2009 -2010 academic year, a new structure with three levels three levels of education was of education was implemented for the first time. implemented for the first time.

This structure is consistent with the International Standard Classification of Education (ISCED), the This structure is consistent with the International Standard Classification of Education (ISCED), the Albanian Qualifications Framework (AQF) and the European Qualifications Framework (EQF)Albanian Qualifications Framework (AQF) and the European Qualifications Framework (EQF)

Basic Vocational Education Basic Vocational Education programs, introduced in programs, introduced in level I level I (ISCED 3C, (ISCED 3C, Introduction to Introduction to employmentemployment), are focused in 22 main qualifications, which last for two  years. This platform is ), are focused in 22 main qualifications, which last for two  years. This platform is equivalent to Level II of EQF and AQF. At the end of the program students are awarded basic equivalent to Level II of EQF and AQF. At the end of the program students are awarded basic vocational training certificate (semi-skilled worker / assistant); once level I is completed, students may vocational training certificate (semi-skilled worker / assistant); once level I is completed, students may transfer to Level II of the VE or the labor market. transfer to Level II of the VE or the labor market.

b) b) Level II of Vocational Education Level II of Vocational Education (ISCED 3C) programs are oriented in key profiles (within a given (ISCED 3C) programs are oriented in key profiles (within a given professional direction), with 1 year duration. It is equivalent to Level III in EQF and AQF. It awards a professional direction), with 1 year duration. It is equivalent to Level III in EQF and AQF. It awards a certificate of professional training and allows the transition to Level III of the VE or to the labor market.certificate of professional training and allows the transition to Level III of the VE or to the labor market.

Level IIILevel III: Technical Vocational Education / managerial level III (ISCED 3A) is oriented towards : Technical Vocational Education / managerial level III (ISCED 3A) is oriented towards professional directions. There is professional directions. There is one year duration (2+1+1) or 2 years (2+2) one year duration (2+1+1) or 2 years (2+2) and it is equivalent to and it is equivalent to Level IV in EQF and AQF. At the end of this level, students are subject to the Level IV in EQF and AQF. At the end of this level, students are subject to the state matura exam state matura exam and and the professional practice examthe professional practice exam. Once level III is completed, students may transfer to the labor market, . Once level III is completed, students may transfer to the labor market, pursue higher education or post-secondary vocational education. pursue higher education or post-secondary vocational education.

The The post -secondary vocational education in Level IV post -secondary vocational education in Level IV (ISCED 4B), is offered as a special block (ISCED 4B), is offered as a special block program, oriented towards professional specialties. There is (1-2) years duration after completion of program, oriented towards professional specialties. There is (1-2) years duration after completion of secondary education (general or vocational) and it is equivalent to Level V in EQF and AQF. secondary education (general or vocational) and it is equivalent to Level V in EQF and AQF.

2. Changes related to the role of social 2. Changes related to the role of social partners in the development of VET.partners in the development of VET.

Social partnership is indispensable to a solid development of the VET- Social partnership is indispensable to a solid development of the VET- system. The draft - law highlights a variety of elements important to the system. The draft - law highlights a variety of elements important to the institutionalization of social partnership in VET. institutionalization of social partnership in VET.

Inclusion of private companies in the development of VET has been limited, Inclusion of private companies in the development of VET has been limited, due to a lack of legal infrastructure for its institutionalization. Article 14 of the due to a lack of legal infrastructure for its institutionalization. Article 14 of the draft (which reflects changes to Article 18 of the existing law) defines the draft (which reflects changes to Article 18 of the existing law) defines the support of state associations and their involvement in the public system of support of state associations and their involvement in the public system of VET. This article creates favorable ground for linking students of VET to VET. This article creates favorable ground for linking students of VET to internships in the private sector. internships in the private sector.

In the existing law, social partners do not enjoy the liberty in partaking during In the existing law, social partners do not enjoy the liberty in partaking during decision-making processes, concerning to the development of VET. decision-making processes, concerning to the development of VET.

Article 24 of the draft law (which reflects changes to Article 26 of the existing Article 24 of the draft law (which reflects changes to Article 26 of the existing law) regulates the competences of social partners in VET.law) regulates the competences of social partners in VET.

Furthermore, social partners can organize vocational training courses, according Furthermore, social partners can organize vocational training courses, according to specific needs of the areas they cover, in creating the professional capacities to specific needs of the areas they cover, in creating the professional capacities that also accommodate their staff needs. that also accommodate their staff needs.

3. Changes related to increased autonomy of 3. Changes related to increased autonomy of schools and centers of VET. schools and centers of VET.

A modernized VET system is multifunctional and A modernized VET system is multifunctional and flexible: it offers a variety of courses with different flexible: it offers a variety of courses with different duration, for different categories of students, duration, for different categories of students, participants and clients.participants and clients.

Article 27 of the draft law (which reflects changes Article 27 of the draft law (which reflects changes to Article 30 of the existing law) legitimizes the to Article 30 of the existing law) legitimizes the right of public institutions that offer / provide right of public institutions that offer / provide vocational education and training to carry out vocational education and training to carry out profitable market activities in fields that are related profitable market activities in fields that are related to the implementation of teaching programs and to the implementation of teaching programs and practices. practices.

4. Changes related to institutions and structures 4. Changes related to institutions and structures of politic and implementation of development’s of politic and implementation of development’s

policies of VET. policies of VET.

The VET reform is effective and based on a partnership model that engages in all its activities, The VET reform is effective and based on a partnership model that engages in all its activities, different stakeholders (government, social partners, various communities, etc.). different stakeholders (government, social partners, various communities, etc.).

The low proposes (Article 18) a greater participation of employers and employees to the The low proposes (Article 18) a greater participation of employers and employees to the National VET CouncilNational VET Council, bringing the total number of eight members, incorporating both public , bringing the total number of eight members, incorporating both public and private actors. and private actors. The National VET Council is an advisory body and is supported by a technical secretariat. The The National VET Council is an advisory body and is supported by a technical secretariat. The Council of Ministers sets up the legal provisions as per the organization, operation and financing Council of Ministers sets up the legal provisions as per the organization, operation and financing of the National VET Council and the technical secretariat. National VET Council recommends of the National VET Council and the technical secretariat. National VET Council recommends policies to line Ministries concerned on further improvement and development of the VET policies to line Ministries concerned on further improvement and development of the VET system. system.

Article 22 in the draft law defines the mission, tasks and the role of the National Agency of VET Article 22 in the draft law defines the mission, tasks and the role of the National Agency of VET (NAVETA). (NAVETA).

Article 6 of the draft indicates that the accreditation of institutions offering qualifications in VET Article 6 of the draft indicates that the accreditation of institutions offering qualifications in VET in accordance with AQF levels will be carried out by NAVETA. The Ministry of Education and in accordance with AQF levels will be carried out by NAVETA. The Ministry of Education and Science along with the Ministry of Labor set up standards, accreditation criteria and procedures Science along with the Ministry of Labor set up standards, accreditation criteria and procedures related to the accreditation process.related to the accreditation process.

Given the changes of the VET structure, referring to the three levels of education, the type and Given the changes of the VET structure, referring to the three levels of education, the type and the format of the relevant certificates or diplomas have been revised. Article 10 and 11 of the the format of the relevant certificates or diplomas have been revised. Article 10 and 11 of the draft law define key concepts regarding final assessment system related to certification. draft law define key concepts regarding final assessment system related to certification.

IPA and ALBANIAIPA and ALBANIA

Objectiv of Vocational Education Policy of the Sector Objectiv of Vocational Education Policy of the Sector Main focus of the Albanian Government for VET System, Main focus of the Albanian Government for VET System,

in long term period is:in long term period is: 1. Improvement of Quality of VET Qualifications offered by VE 1. Improvement of Quality of VET Qualifications offered by VE

Schools and VT Centres.Schools and VT Centres. Through this measure we intend to raise Through this measure we intend to raise up the interest of the public for VET Qualification and to become up the interest of the public for VET Qualification and to become more attractivemore attractive

2. Diversification of VET offerings and providers2. Diversification of VET offerings and providers like public and like public and private VET schools and centres, with the aim to give more private VET schools and centres, with the aim to give more opportunities of qualification to young people and adults in the frame opportunities of qualification to young people and adults in the frame of LLL..of LLL..

3. Enhance institutional capacities and increase their efficiency3. Enhance institutional capacities and increase their efficiency with the aim to be able to manage and develop their own with the aim to be able to manage and develop their own qualifications and profiles in a quality based methods and added qualifications and profiles in a quality based methods and added values, through close cooperation with Social Partners and values, through close cooperation with Social Partners and interested group.interested group.

STRENGTHSSTRENGTHS Functioning legal framework Functioning legal framework Good coverage of network of employment servicesGood coverage of network of employment services New structure of Vocational Educational programmes is New structure of Vocational Educational programmes is

lunched supporting 4 levels of qualification.lunched supporting 4 levels of qualification. Existence of incentives in programs in education and in Existence of incentives in programs in education and in

Vocational Education in particular through scholarship etcVocational Education in particular through scholarship etc Effective social inclusion policies and social protection Effective social inclusion policies and social protection

system system Some active employment programmes already in placeSome active employment programmes already in place Relatively good cooperation between relevant institutions Relatively good cooperation between relevant institutions

(implementing and horizontal institutions) (implementing and horizontal institutions)

WEAKNESSESWEAKNESSES Low level of activity and employment ratesLow level of activity and employment rates Relative high unemployment rate and structural unemploymentRelative high unemployment rate and structural unemployment High share of long term unemployed personsHigh share of long term unemployed persons Policies for youth (high fixed term employment, high unemployment Policies for youth (high fixed term employment, high unemployment

share,..), share,..), Gap between labour market/educationGap between labour market/education Weak capacity in labour market institutionsWeak capacity in labour market institutions Not developed database/monitoring and evaluation system, Not developed database/monitoring and evaluation system, Weak structure to support adult education and LLL Weak structure to support adult education and LLL Low level of participation in LLLLow level of participation in LLL Not-updated and upgraded qualifications  of teachers and Not-updated and upgraded qualifications  of teachers and

instructors instructors Low quality assurance in education and training (despite some Low quality assurance in education and training (despite some

efforts already made),efforts already made), Inadequate infrastructure in vet providersInadequate infrastructure in vet providers

insufficient capacity to build on sustainability of projects financed insufficient capacity to build on sustainability of projects financed by donorsby donors

Lack of incentives for vocational training coursesLack of incentives for vocational training courses

OPPORTUNITIESOPPORTUNITIES

Still generally young populationStill generally young population EU accession processEU accession process Foreseen investments in major projects, such as Foreseen investments in major projects, such as

investments in tourism, public constructions, investments in tourism, public constructions, energy infrastructure, ect. energy infrastructure, ect.

active donor community, with recent efforts of active donor community, with recent efforts of coordinated approachcoordinated approachincreased investments in human recourses increased investments in human recourses governmental commitment for VET and governmental commitment for VET and employment policyemployment policy

High percentage of young people in education and High percentage of young people in education and higher educationhigher education